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SHELDWICH PRIMARY SCHOOL

Little Hedgehogs Pre-School

 

SCHOOL IMPROVEMENT PLAN 2018-19

 

DfE Number: 2246

 

 

Headteacher: Mrs Sarah Garrett Chair of Governors: Mr David Milham

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SCHOOL IMPROVEMENT PLAN FOR SHELDWICH PRIMARY SCHOOL

 

Section 1: Introduction

 

Review of 2017-2018

 

 

Foundation Stage

(Percentage of pupils achieving at each level for each Early Learning Goal)

Cohort: 30 pupils

% % % %

Communication and Language Emerging Expected Exceeding Exp+

Listening and Attention 6.67% 70% 23.3% 93.3%

Understanding 6.67% 60% 33.3% 93.3%

Speaking 6.67% 6.63% 30% 93.3%

Physical Development

Moving and Handling 10% 80% 10% 90%

Health and Self-care 0% 80% 20% 100%

Personal, Social and Emotional Development

Self-confidence and Self-awareness 6.67% 63.3% 30% 93.3%

Managing Feeling and Behaviour 3.33% 80% 16.6% 96.6%

Making Relationships 3.33% 66.6% 30% 96.6%

Literacy

Reading 13.3% 60% 26.6% 86.6%

Writing 13.3% 66.6% 20% 86.6%

 

 

 

 

Mathematics

Numbers 13.3% 53.3% 33.3% 86.6%

Shape, Space and Measures 10% 60% 30% 90%

 

Understanding the World

People and Communities 6.67% 56.6% 36.6% 93.3%

The World 10% 70% 20% 90%

Technology 6.67% 80% 13.3% 93.3%

 

Expressive Arts, Designing and Making

Exploring Using Media and Materials 10% 73.3% 16.6% 90%

Being Imaginative 6.67% 76.6% 16.6% 93.3%

 

Year 1 Phonics Screening:

Cohort 30 pupils:

90% met the ‘required standard’ (27 pupils).

 

Year 2 Phonics Screening (retake):

  1. pupils retook the Phonics Screening. 1 pupil met the ‘required standard’.

 

Year 2 SATs:

Cohort: 30 pupils

 

Emerging Standard Greater Depth Expected +

Reading

All Pupils 13% 33% 87%

Writing

All Pupils 10% 20% 90%

Mathematics

All Pupils 20% 40% 80%

 

 

 

 

 

 

Year 6 SATs

Cohort 34 pupils:

Emerging Standard Greater Depth Expected + Scaled Scores

Reading

All Pupils 3% 44% 97% 110

Writing

All Pupils 0% 38% 100% 107

Mathematics

All Pupils 18% 29% 82% 105

 

Combined Reading, Writing and Maths: 82%

 

SPAG

All Pupils 6% 26% 94% 107

 

 

 

Section 2: Ofsted, progress towards the key issues identified at the last inspection

 

Sheldwich Primary School was last inspected (Section 5) 8th and 9th November 2012.

 

Overall Effectiveness Grade: Outstanding

 

Achievement of Pupils Grade: Outstanding

Quality of Teaching Grade: Outstanding

Behaviour and Safety of Pupils Grade: Outstanding

Leadership and Management Grade: Outstanding

 

Sheldwich Primary School (Section 8) 10th July 2018 Grade: Outstanding

 

 

What the school should do to improve further:

Accelerate pupils’ progress so that an even greater proportion of pupils attain at a high standard in mathematics.

Key Issue 1: Leadership and Management

Targets:

    1. To continue to develop the prominence in our curriculum of pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values.
    2. To further develop a professional and collaborative relationship between Sheldwich, Graveney and Luddenham Primary Schools.

1.3 WLT to carry out regular focused, formal observations on Mathematics and English throughout the year to ensure outstanding outcomes for all groups of learners are achieved and maintained.

1.4 To further develop the continuum of effective leadership and management between the main school and pre-school following the restructuring of Phase Leaders and the Assistant Headteacher role.

1.5 To embark upon a ‘Harmony in Education’ action research project.

1.6 To ensure ‘Supervision’ meetings are timetabled for Learning Support Assistants and Class Teachers each term to coincide with Pupil Progress meetings.

 

___________________________________________________________________________________________________________________________________

In order to be judged outstanding, the following criteria will need to be maintained:

n Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary.

n Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition.

n The school’s actions have secured substantial improvement in progress for disadvantaged pupils. Progress is rising across the curriculum, including in English and mathematics.

n Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium and SEN funding, secures excellent outcomes for pupils. Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils.

n Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas.

n Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school.

n Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils.

n The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including linguistic, mathematical, scientific, technical, human and social, physical and artistic learning.

n Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work.

n Leaders promote equality of opportunity and diversity exceptionally well, for pupils and staff, so that the ethos and culture of the whole school counters any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour.

n Safeguarding is effective. Leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted. Pupils are listened to and feel safe. Staff are trained to identify when a pupil may be at risk of neglect, abuse or exploitation and they report their concerns. Leaders and staff work effectively with external partners to support pupils who are at risk or who are the subject of a multi-agency plan.

n Leaders’ work to protect pupils from radicalisation and extremism is exemplary. Leaders respond swiftly where pupils are vulnerable to these issues. High quality training develops staff’s vigilance, confidence and competency to challenge pupils’ views and encourage debate.

 

 

ACTION

Lead

Person/s

Resources

Timescale

Success Criteria

Monitoring

1.1

To continue to develop the prominence in our curriculum of pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values.

 

 

 

 

 

SLT

 

Purchase relevant resources to support SMSC and British Values.

 

Focused assembly time designated to SMSC and British Values.

September 0nwards

Pupils to have an even greater awareness and knowledge and understanding of SMSC and British Values.

WLT

 

SLT

 

Subject Leaders

 

Headteacher Report to Governors

 

1.2

To further develop a professional and collaborative relationship between Sheldwich, Graveney and Luddenham Primary Schools.

 

 

 

 

 

SLT & Governors

Informal / Formal Timetabled SLT Meetings and Governor Visits.

Term 1 onwards

All schools working collaboratively to ensure high standards of teaching and learning are achieved.

SLT sub groups meeting termly.

 

Formal / Informal Governor visits at both schools.

 

Headteacher Report to Governors

1.3

WLT to carry out regular focused, formal observations on Mathematics and English throughout the year to ensure outstanding outcomes for all groups of learners are achieved and maintained.

 

 

 

 

WLT

Observation documents

 

PPA/Leadership Release Time allocated for obs and feedback sessions where appropriate

 

See Monitoring Schedule

Constructive and pertinent feedback from formal/informal obs ensures that outstanding outcomes for all learners are maintained.

SLT

 

Subject Leaders

 

Headteacher Report to Governors

 

Learning and Curriculum Sub-Committee Review

1.4

To further develop the continuum of effective leadership and management between the main school and pre-school following the restructuring of Phase Leaders and the Assistant Headteacher role.

 

 

 

Headteacher

Regular timetabled meetings and reflection.

 

WLT

Meetings/Training

 

PPA/ Leadership Release Time

 

September onwards

Clear cohesion exists between the pre-school and main school.

 

All stakeholders aware of the continuum between the pre-school and main school.

 

Phase Leaders and Assistant Headteacher establish and embed their new roles across the school.

WLT

 

Stakeholder Feedback

 

Newsletters

 

Website

 

Headteacher Report to Governors

1.5

To embark upon a ‘Harmony in Education’ action research project.

SLT

 

Resources for implementing the first stage of development would be:

Research support and support with dissemination through CCCU – Annual Partnership Conference, Research Conference, article for Chartered College of Teaching Journal IMPACT.

Continuing Professional Development (£1300); Membership of Chartered College of Teaching. INSET training and Twilights Richard Dunne (Ashley Church of England Primary School) and Sarah Morgan (Maths Consultant KCC).

Resources to support the intervention: Reflective research journals and geometry tools (260 geometry sets x £3 & books 260 x £2) + £200 miscellaneous resources to support other activities.

 

Term 1 onwards

To make stronger connections across different curriculum areas and between the classroom and the outdoors; through enriched opportunities that build progression vertically through the year groups.

SLT / WLT Meetings

 

Twilight Training Sessions

 

Headteacher Report to Governors

1.6

To ensure ‘Supervision’ meetings are timetabled for Learning Support Assistants and Class Teachers each term to coincide with Pupil Progress meetings.

 

 

CTs & LSAs

September onwards

PPA / Leadership Release Time

All teaching and support staff have an opportunity to share their successes and concerns regarding themselves and pupils.

Pupil Progress Reviews

 

SLT / WLT Meetings

 

 

Key Issue 2: Teaching, Learning and Assessment

Targets:

2.1 To continue developing and fully embedding systems of summative and formative assessment that are consistent and allow effective tracking of progress and attainment across year groups.

2.2 To develop a new approach to marking across the school.

2.3 To ensure that pupils are prepared to the greatest extent possible for statutory assessments in Year 2 and 6.

2.4 To further develop and promote a school-wide culture in which children take full ownership of their work and can reflect effectively upon all aspects of their learning, levels of success and well-being.

_____________________________________________________________________________________________________________________

Quality of teaching and learning:

n October 2018 - All teaching and learning in the school to be at least good (100%), outstanding (60%)

n January 2019 - All teaching and learning in the school to be at least good (100%), outstanding (65%)

n April 2019 - All teaching and learning in the school to be at least good (100%), outstanding (70%)

_____________________________________________________________________________________________________________________________________

In order to be judged outstanding, the following criteria will need to be maintained:

 

n Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.

n Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced.

n Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.

n Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.

n Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.

n Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come.

n Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words.

 

  • Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning.
  • Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities.
  • Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.
  • Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.
  • Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience. Pupils love the challenge of learning.

 

ACTION

Lead

Person/s

Resources

Timescale

Success Criteria

Monitoring

2.1

To continue developing and fully embedding systems of summative and formative assessment that are consistent and allow effective tracking of progress and attainment across year groups.

 

 

 

WLT

Investigate different summative and formative assessment tracking systems (cost will be involved)

September onwards

To have implemented, developed and fully embedded a whole-school ‘progress’ and ‘attainment’ tracking system.

 

WLT

 

SLT and Pupil Progress Meetings

 

Subject Leaders

 

Headteacher Report to Governors

2.2

To develop a new approach to marking across the school.

 

 

 

JC & SLT

Stamps

 

Marking Books

September onwards

To improve assessment for teaching and learning and to improve staff and pupil well-being.

Pupil Conferencing

 

Lessons Observations

 

Subject Leaders

 

Testing data tracking

 

Learning and Curriculum Sub-Committee Review

2.3

 

To ensure that pupils are prepared to the greatest extent possible for statutory assessments in Year 2 and 6.

 

 

 

 

 

Headteacher

 

 

New practice test materials

 

Twinkl

 

Booster Groups (SG & CG)

 

 

September onwards

Children understand and are prepared for higher level of assessment expectations in line with new national standards.

 

Children achieve their target levels in assessments.

Headteacher Report to Governors

 

Lesson Observations and Planning

 

WLT

 

Learning and Curriculum Sub-Committee Review

2.4

To further develop and promote a school-wide culture in which children take full ownership of their work and can reflect effectively upon all aspects of their learning, levels of success and well-being.

 

 

Headteacher

 

 

PSHE Reflection Time

 

 

Daily in lesson reflection on learning

 

Celebration assembly award for neat presentation

 

Positive re-enforcement of these skills through reward by CT’s

September onwards

 

Children can take ownership of their work and confidently reflect upon their learning and emotional well-being.

 

 

Headteacher Report to Governors

 

WLT

 

Pupil Conferencing

 

Learning and Curriculum Sub-Committee Review

 

Key Issue 3: Personal Development, Behaviour and Welfare

 

Targets:

 

3.1 To ensure that there are consistent approaches to behaviour management across classes and between the main school and pre-school setting.

3.2 To continue developing our awareness of individual children’s needs (including those specifically related to their behaviour).

3.3 To further develop children’s ability to make informed choices about healthy eating, fitness and their emotional and mental well-being.

3.4 To raise the profile of well-being with all stakeholders.

_________________________________________________________________________________________________________________

In order to be judged outstanding, the following criteria will need to be maintained:

 

n Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school.

n Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.

n High quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training.

n Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life.

n Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average.

n Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare.

n For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained.

n Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying.

n Staff and pupils deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or aggressive language.

n The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.

n Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.

n Pupils have an excellent understanding of how to stay safe online, the dangers of inappropriate use of mobile technology and social networking sites.

n Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

 

 

 

ACTION

Lead

Person/s

Resources

Timescale

Success Criteria

Monitoring

3.1

To ensure that there are consistent approaches to behaviour management across classes and between the main school and pre-school setting.

 

 

 

WLT

 

All Staff

Visual Behaviour Management System in Class

 

Behaviour Policy

 

Rewards

 

 

September onwards

Outstanding pupil behaviour and conduct in all contexts, at all times, in and out of school.

Wider Leadership Team

 

Headteacher Report to Governors

 

MDS Meetings and Feedback

 

Pupil Conferencing

 

Lesson Observations

 

Governor Monitoring Visit

3.2

To continue developing our awareness of individual children’s needs (including those specifically related to their behaviour).

 

 

 

 

AENCO

 

WLT

 

All staff

 

Class Governors

Physical and Human Resources (as appropriate to individual needs)

September onwards

There are excellent improvements in behaviour over time for individuals with particular needs (including those related to behaviour).

Senior Leadership Team

 

Lesson Observations

 

Headteacher Report to Governors

 

 

 

 

 

3.3

To further develop children’s ability to make informed choices about healthy eating, fitness and their emotional and mental well-being.

 

P.E / Healthy School Co-ordinator

School dietician and P.E. funding

 

PSHE and science lesson time given over to learning about healthy eating and exercise

 

Ferre Laevers

(Embedded Termly)

 

Relax Kids

 

September onwards

 

 

 

 

 

 

 

 

 

 

 

Pupil Progress Meetings

Children confidently make informed choices about healthy eating, fitness and their emotional and mental well-being.

 

Healthy School Council Meetings

 

Wider Leadership Team

 

Headteacher Report to Governors

 

MDS Meetings and Feedback

 

Pupil Conferencing

 

Lesson Observations

 

Governor Monitoring Visit

3.4

To raise the profile of well-being with all stakeholders.

 

Headteacher

Resources to be accessed following outcomes of Whole School Audit

 

Yoga

 

Mindfulness

 

New Marking practices

 

‘Supervision’ meetings between CT and LSA

 

 

September onwards

Well-being is enhanced for all stakeholders.

Stakeholder Conferencing

 

Headteacher Report to Governors

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key Issue 4: Outcomes for Pupils

 

 

Standards:

 

Key Stage 1 Targets :

 

Year 1 Phonics

% meeting required standard

 

Year 2 SATs

% ‘Expected’ Reading % ‘Greater Depth ’ Reading

% ‘Expected’ Writing % ‘Greater Depth’ Writing

% ‘Expected’ Maths % ‘Greater Depth ’ Maths

 

Key Stage 2 Targets

 

Year 6 SATs

% ‘Expected’ Reading % ‘Greater Depth ’ Reading

% ‘Expected’ Writing % ‘Greater Depth’ Writing

% ‘Expected’ Maths % ‘Greater Depth ’ Maths

 

Progress:

  • At least 97% of children in Years 1-6 to have made expected+ progress in Reading, Writing and Mathematics during the 2018/19 academic year

 

Targets:

 

4.1 To continue improving the standards of attainment and progress for lower attaining pupils through effective deployment of LSA’s and support programmes.

4.2 To continue raising standards in Maths and English by ensuring that an emphasis is placed children using and applying basic skills accurately and consistently across a range of tasks and contexts.

4.3 To accelerate pupils’ progress so that an even greater proportion of pupils attain at a high standard in mathematics.

4.4 To further develop and promote the role and prominence The Arts (Art, Dance, Drama, and Music) within our school community.

4.5 To ensure there is a high-quality, consistent approach towards ‘Computing’ teaching and learning across all year groups.

 

 

In order to be judged outstanding, the following criteria will need to be maintained:

n Throughout each year group and across the curriculum, including in English and mathematics, current pupils make substantial and sustained progress, developing excellent knowledge and understanding, considering their different starting points.

n The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll matches or is improving towards that of other pupils with the same starting points.

n Pupils are typically able to articulate their knowledge and understanding clearly in an age-appropriate way. They can hold thoughtful conversations about them with each other and adults.

n Pupils read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age. Children in Year 1 achieve highly in the national phonics check.

n For pupils generally, and specifically for disadvantaged pupils and those who have special educational needs, progress is above average across nearly all subject areas.

n From each different starting point, the proportions of pupils making and exceeding expected progress in English and in mathematics are high compared with national figures. The progress of disadvantaged pupils matches or is improving towards that of other pupils nationally.

n The attainment of almost all groups of pupils is broadly in line with national averages or, if below these, it is improving rapidly.

n Pupils are exceptionally well prepared for the next stage of their education, training or employment and have attained relevant qualifications. Compared with the national average for all pupils, higher proportions of pupils and of disadvantaged pupils, progress on to a range of higher and further education establishments, apprenticeships, employment or training. These destinations strongly support their career plans.

 

 

 

 

 

ACTION

Lead

Person/s

Resources

Timescale

Success Criteria

Monitoring

4.1

 

To continue improving the standards of attainment and progress for lower attaining pupils through effective deployment of LSA’s and support programmes.

 

 

 

 

 

 

 

AENCO

 

LSA’s

 

Staff Training

 

Paired Teaching

 

PPA Time

 

Collaboration with Luddenham and Graveney Primary Schools (and LIFT)

 

 

 

 

 

September - June

Target percentages achieved (progress and achievement).

Senior Leadership Team

 

Termly Pupil Progress Meetings

 

Headteacher Report to Governors

 

Formal (SEN) Governor Monitoring Visit

 

Learning and Curriculum Sub-Committee Review

4.2

 

To continue raising standards in Maths and English by ensuring that an emphasis is placed upon children using and applying basic skills accurately and consistently across a range of tasks and contexts.

 

 

 

 

 

Subject Leaders

 

Class Teachers

Staff Training

 

Collaboration with Luddenham and Graveney Primary Schools

 

 

Targeted use of ICT resources

September - June

Target percentages achieved (progress and achievement).

 

Greater emphasis on using and applying skills in everyday classroom practice.

Transferring skills from one subject to another.

Formal (Maths) Governor Monitoring Visit

 

SLT

 

Wider Leadership Team

 

Lesson Observations

 

Work Sampling

 

Termly Pupil Progress Meetings

 

4.3

To accelerate pupils’ progress so that an even greater proportion of pupils attain at a high standard in mathematics.

 

RF & WLT

INSET training (29th Oct 2018 – Sarah Morgan)

 

Maths Resources (TBA)

September onwards

Pupils to make accelerated progress and achieve Higher levels of attainment.

End of year data percentages will be above national bench marks.

Formal (Maths) Governor Monitoring Visit

 

SLT / WLT Meetings

 

Wider Leadership Team

 

Lesson Observations

 

Work Sampling

 

Termly Pupil Progress Meetings

 

4.4

To further develop and promote the role and prominence The Arts (Art, Dance, Drama, and Music) within our school community.

 

 

 

 

Music Co-ordinator

 

P.E Co-ordinator (Dance)

 

English Co-ordinator (Drama)

 

Art Co-ordinator

 

 

Classical Music Assemblies

 

Young Voices

 

High-quality planning and delivery of Art, DT, Dance, Music and Drama lessons).

 

Obs by Co-ords

 

 

 

 

 

 

September onwards

 

Children further develop their enjoyment and participation of music across a range of genres.

 

 

Senior Leadership Team

 

 

Headteacher Report to Governors

 

Formal Governor Monitoring Visit

 

Learning and Curriculum Sub-Committee Review

4.5

To ensure there is a high-quality, consistent approach towards ‘Computing’ teaching and learning across all year groups.

 

 

PB & CTs

 

Coding-related hardware

September onwards

Computing at Sheldwich is innovative, engaging and reflects the most up-to-date practices.

Senior Leadership Team

 

 

Headteacher Report to Governors

 

 

Learning and Curriculum Sub-Committee Review

 

 

Key Issue 5: Effectiveness of Early Years Provision

 

Targets:

 

5.1 To ensure Sheldwich Pre-School continues to meet all statutory safeguarding requirements.

5.2 To further develop the efficiency of assessment data analysis in the Early Years and how this is fed back to the WLT.

5.3 To develop a highly effective and cohesive team within the Early Years to improve outcomes for all children.

 

 

 

 

 

In order to be judged outstanding, the following criteria will need to be achieved:

 

  • The pursuit of excellence by leaders and managers is shown by an uncompromising, highly successful drive to improve outcomes or maintain the highest levels of outcomes, for all children over a sustained period.
  • Incisive evaluation of the impact of staff’s practice leads to rigorous performance management and supervision. Highly focused professional development improves the quality of teaching.
  • Safeguarding is effective.
  • There are no breaches of statutory welfare requirements.
  • Children’s health, safety and well-being are greatly enhanced by the vigilant and consistent implementation of robust policies and procedures.
  • Leaders use highly successful strategies to engage parents and carers, including those from different groups, in their children’s learning in school and at home.
  • A highly stimulating environment and exceptional organisation of the curriculum provides rich, varied and imaginative experiences.
  • Teaching is consistently of a very high quality, inspirational and worthy of dissemination to others; it is highly responsive to children’s needs.
  • Assessment is accurate and based on high quality observations. It includes all those involved in the child’s learning and development. Provision across all areas of learning is planned meticulously. It is based on rigorous and sharply focused assessments of children’s achievement so that every child undertakes highly challenging activities.
  • Children are highly motivated and very eager to join in. They consistently demonstrate curiosity, imagination and concentration. They are highly responsive to adults and each other. They do not distract others or become distracted easily themselves.
  • Children are developing a very good understanding of how to keep themselves safe and manage risks. They demonstrate exceptionally positive behaviour and high levels of self-control, cooperation and respect for others.
  • Children make consistently high rates of progress in relation to their starting points and are extremely well prepared academically, socially and emotionally for the next stage of their education. As a result, almost all children, including disabled children, those who have special educational needs, disadvantaged children and the most able, are making substantial and sustained progress.
  • Gaps between the attainment of groups of children and all children nationally, including disadvantaged children, have closed or are closing rapidly. Any gaps between areas of learning are closing.

 

 

 

ACTION

Lead

Person/s

Resources

Timescale

Success Criteria

Monitoring

5.1

 

To ensure Sheldwich Pre-School continues to meet all statutory safeguarding requirements.

 

 

 

 

 

Headteacher

 

DH & AA

 

PPA

Management Release Time

 

September onwards

 

Formal GB Visit

All staff demonstrate a vigilant and consistent implementation of robust policies and procedures.

 

All statutory requirements met to an outstanding level of good practice.

Senior Leadership Team

 

EYFS Governor

 

Formal Governing Body Safeguarding Visit

 

Headteacher Report to Governors

 

KCC Early Years Team

 

School Improvement Advisor

 

5.2

 

To further develop the efficiency of assessment data analysis in the Early Years and how this is fed back to the WLT.

 

 

 

 

Pre School Teacher

 

WLT

SIMS

 

PPA and management release time

September Onwards

WLT will have a secure knowledge and analytical understanding EYFS assessment data.

Wider Leadership Team

 

Headteacher Report to Governors

 

Learning and Curriculum Sub-Committee Review

5.3

 

To develop a highly effective and cohesive team within the Early Years to improve outcomes for all children.

 

 

 

 

 

 

 

Pre-School Teacher (AA)

 

Early Years Team

 

PPA

Management Release Time

‘Supervision’ meetings

 

September onwards

 

Performance Management

Incisive evaluation of the impact of staff’s practice leads to rigorous performance management and supervision. Highly focused professional development improves the quality of teaching.

Children make consistently high rates of progress in relation to their starting points and are extremely well prepared academically, socially and emotionally for the next stage of their education. As a result, almost all children, including disabled children, those who have special educational needs, disadvantaged children and the most able, are making substantial and sustained progress.

 

 

 

 

 

 

Senior Leadership Team

 

EYFS Governor

 

Formal Governing Body Safeguarding Visit

 

Headteacher Report to Governors

 

KCC Early Years Team

 

School Improvement Advisor

 

 

 

 

Action Plans to support the School Plan:

 

  • Innovation
  • The Arts
  • Keeping Active
  • Languages & Humanities
  • SEND
  • School Council

· Premises

 

 

 

 

SHELDWICH PRIMARY SCHOOL

Little Hedgehogs Pre-School

 

SCHOOL IMPROVEMENT PLAN 2018-19

 

DfE Number: 2246

 

 

Headteacher: Mrs Sarah Garrett Chair of Governors: Mr David Milham

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SCHOOL IMPROVEMENT PLAN FOR SHELDWICH PRIMARY SCHOOL

 

Section 1: Introduction

 

Review of 2017-2018

 

 

Foundation Stage

(Percentage of pupils achieving at each level for each Early Learning Goal)

Cohort: 30 pupils

% % % %

Communication and Language Emerging Expected Exceeding Exp+

Listening and Attention 6.67% 70% 23.3% 93.3%

Understanding 6.67% 60% 33.3% 93.3%

Speaking 6.67% 6.63% 30% 93.3%

Physical Development

Moving and Handling 10% 80% 10% 90%

Health and Self-care 0% 80% 20% 100%

Personal, Social and Emotional Development

Self-confidence and Self-awareness 6.67% 63.3% 30% 93.3%

Managing Feeling and Behaviour 3.33% 80% 16.6% 96.6%

Making Relationships 3.33% 66.6% 30% 96.6%

Literacy

Reading 13.3% 60% 26.6% 86.6%

Writing 13.3% 66.6% 20% 86.6%

 

 

 

 

Mathematics

Numbers 13.3% 53.3% 33.3% 86.6%

Shape, Space and Measures 10% 60% 30% 90%

 

Understanding the World

People and Communities 6.67% 56.6% 36.6% 93.3%

The World 10% 70% 20% 90%

Technology 6.67% 80% 13.3% 93.3%

 

Expressive Arts, Designing and Making

Exploring Using Media and Materials 10% 73.3% 16.6% 90%

Being Imaginative 6.67% 76.6% 16.6% 93.3%

 

Year 1 Phonics Screening:

Cohort 30 pupils:

90% met the ‘required standard’ (27 pupils).

 

Year 2 Phonics Screening (retake):

  1. pupils retook the Phonics Screening. 1 pupil met the ‘required standard’.

 

Year 2 SATs:

Cohort: 30 pupils

 

Emerging Standard Greater Depth Expected +

Reading

All Pupils 13% 33% 87%

Writing

All Pupils 10% 20% 90%

Mathematics

All Pupils 20% 40% 80%

 

 

 

 

 

 

Year 6 SATs

Cohort 34 pupils:

Emerging Standard Greater Depth Expected + Scaled Scores

Reading

All Pupils 3% 44% 97% 110

Writing

All Pupils 0% 38% 100% 107

Mathematics

All Pupils 18% 29% 82% 105

 

Combined Reading, Writing and Maths: 82%

 

SPAG

All Pupils 6% 26% 94% 107

 

 

 

Section 2: Ofsted, progress towards the key issues identified at the last inspection

 

Sheldwich Primary School was last inspected (Section 5) 8th and 9th November 2012.

 

Overall Effectiveness Grade: Outstanding

 

Achievement of Pupils Grade: Outstanding

Quality of Teaching Grade: Outstanding

Behaviour and Safety of Pupils Grade: Outstanding

Leadership and Management Grade: Outstanding

 

Sheldwich Primary School (Section 8) 10th July 2018 Grade: Outstanding

 

 

What the school should do to improve further:

Accelerate pupils’ progress so that an even greater proportion of pupils attain at a high standard in mathematics.

Key Issue 1: Leadership and Management

Targets:

    1. To continue to develop the prominence in our curriculum of pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values.
    2. To further develop a professional and collaborative relationship between Sheldwich, Graveney and Luddenham Primary Schools.

1.3 WLT to carry out regular focused, formal observations on Mathematics and English throughout the year to ensure outstanding outcomes for all groups of learners are achieved and maintained.

1.4 To further develop the continuum of effective leadership and management between the main school and pre-school following the restructuring of Phase Leaders and the Assistant Headteacher role.

1.5 To embark upon a ‘Harmony in Education’ action research project.

1.6 To ensure ‘Supervision’ meetings are timetabled for Learning Support Assistants and Class Teachers each term to coincide with Pupil Progress meetings.

 

___________________________________________________________________________________________________________________________________

In order to be judged outstanding, the following criteria will need to be maintained:

  1. Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary.
  2. Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition.
  3. The school’s actions have secured substantial improvement in progress for disadvantaged pupils. Progress is rising across the curriculum, including in English and mathematics.
  4. Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium and SEN funding, secures excellent outcomes for pupils. Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils.
  5. Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas.
  6. Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school.
  7. Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils.
  8. The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including linguistic, mathematical, scientific, technical, human and social, physical and artistic learning.
  9. Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work.
  10. Leaders promote equality of opportunity and diversity exceptionally well, for pupils and staff, so that the ethos and culture of the whole school counters any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour.
  11. Safeguarding is effective. Leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted. Pupils are listened to and feel safe. Staff are trained to identify when a pupil may be at risk of neglect, abuse or exploitation and they report their concerns. Leaders and staff work effectively with external partners to support pupils who are at risk or who are the subject of a multi-agency plan.
  12. Leaders’ work to protect pupils from radicalisation and extremism is exemplary. Leaders respond swiftly where pupils are vulnerable to these issues. High quality training develops staff’s vigilance, confidence and competency to challenge pupils’ views and encourage debate.

 

 

ACTION

Lead

Person/s

Resources

Timescale

Success Criteria

Monitoring

1.1

To continue to develop the prominence in our curriculum of pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values.

 

 

 

 

 

SLT

 

Purchase relevant resources to support SMSC and British Values.

 

Focused assembly time designated to SMSC and British Values.

September 0nwards

Pupils to have an even greater awareness and knowledge and understanding of SMSC and British Values.

WLT

 

SLT

 

Subject Leaders

 

Headteacher Report to Governors

 

1.2

To further develop a professional and collaborative relationship between Sheldwich, Graveney and Luddenham Primary Schools.

 

 

 

 

 

SLT & Governors

Informal / Formal Timetabled SLT Meetings and Governor Visits.

Term 1 onwards

All schools working collaboratively to ensure high standards of teaching and learning are achieved.

SLT sub groups meeting termly.

 

Formal / Informal Governor visits at both schools.

 

Headteacher Report to Governors

1.3

WLT to carry out regular focused, formal observations on Mathematics and English throughout the year to ensure outstanding outcomes for all groups of learners are achieved and maintained.

 

 

 

 

WLT

Observation documents

 

PPA/Leadership Release Time allocated for obs and feedback sessions where appropriate

 

See Monitoring Schedule

Constructive and pertinent feedback from formal/informal obs ensures that outstanding outcomes for all learners are maintained.

SLT

 

Subject Leaders

 

Headteacher Report to Governors

 

Learning and Curriculum Sub-Committee Review

1.4

To further develop the continuum of effective leadership and management between the main school and pre-school following the restructuring of Phase Leaders and the Assistant Headteacher role.

 

 

 

Headteacher

Regular timetabled meetings and reflection.

 

WLT

Meetings/Training

 

PPA/ Leadership Release Time

 

September onwards

Clear cohesion exists between the pre-school and main school.

 

All stakeholders aware of the continuum between the pre-school and main school.

 

Phase Leaders and Assistant Headteacher establish and embed their new roles across the school.

WLT

 

Stakeholder Feedback

 

Newsletters

 

Website

 

Headteacher Report to Governors

1.5

To embark upon a ‘Harmony in Education’ action research project.

SLT

 

Resources for implementing the first stage of development would be:

Research support and support with dissemination through CCCU – Annual Partnership Conference, Research Conference, article for Chartered College of Teaching Journal IMPACT.

Continuing Professional Development (£1300); Membership of Chartered College of Teaching. INSET training and Twilights Richard Dunne (Ashley Church of England Primary School) and Sarah Morgan (Maths Consultant KCC).

Resources to support the intervention: Reflective research journals and geometry tools (260 geometry sets x £3 & books 260 x £2) + £200 miscellaneous resources to support other activities.

 

Term 1 onwards

To make stronger connections across different curriculum areas and between the classroom and the outdoors; through enriched opportunities that build progression vertically through the year groups.

SLT / WLT Meetings

 

Twilight Training Sessions

 

Headteacher Report to Governors

1.6

To ensure ‘Supervision’ meetings are timetabled for Learning Support Assistants and Class Teachers each term to coincide with Pupil Progress meetings.

 

 

CTs & LSAs

September onwards

PPA / Leadership Release Time

All teaching and support staff have an opportunity to share their successes and concerns regarding themselves and pupils.

Pupil Progress Reviews

 

SLT / WLT Meetings

 

 

Key Issue 2: Teaching, Learning and Assessment

Targets:

2.1 To continue developing and fully embedding systems of summative and formative assessment that are consistent and allow effective tracking of progress and attainment across year groups.

2.2 To develop a new approach to marking across the school.

2.3 To ensure that pupils are prepared to the greatest extent possible for statutory assessments in Year 2 and 6.

2.4 To further develop and promote a school-wide culture in which children take full ownership of their work and can reflect effectively upon all aspects of their learning, levels of success and well-being.

_____________________________________________________________________________________________________________________

Quality of teaching and learning:

  1. October 2018 - All teaching and learning in the school to be at least good (100%), outstanding (60%)
  2. January 2019 - All teaching and learning in the school to be at least good (100%), outstanding (65%)
  3. April 2019 - All teaching and learning in the school to be at least good (100%), outstanding (70%)

_____________________________________________________________________________________________________________________________________

In order to be judged outstanding, the following criteria will need to be maintained:

 

  1. Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.
  2. Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced.
  3. Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.
  4. Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.
  5. Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.
  6. Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come.
  7. Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words.

 

  • Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning.
  • Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities.
  • Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.
  • Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.
  • Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience. Pupils love the challenge of learning.

 

ACTION

Lead

Person/s

Resources

Timescale

Success Criteria

Monitoring

2.1

To continue developing and fully embedding systems of summative and formative assessment that are consistent and allow effective tracking of progress and attainment across year groups.

 

 

 

WLT

Investigate different summative and formative assessment tracking systems (cost will be involved)

September onwards

To have implemented, developed and fully embedded a whole-school ‘progress’ and ‘attainment’ tracking system.

 

WLT

 

SLT and Pupil Progress Meetings

 

Subject Leaders

 

Headteacher Report to Governors

2.2

To develop a new approach to marking across the school.

 

 

 

JC & SLT

Stamps

 

Marking Books

September onwards

To improve assessment for teaching and learning and to improve staff and pupil well-being.

Pupil Conferencing

 

Lessons Observations

 

Subject Leaders

 

Testing data tracking

 

Learning and Curriculum Sub-Committee Review

2.3

 

To ensure that pupils are prepared to the greatest extent possible for statutory assessments in Year 2 and 6.

 

 

 

 

 

Headteacher

 

 

New practice test materials

 

Twinkl

 

Booster Groups (SG & CG)

 

 

September onwards

Children understand and are prepared for higher level of assessment expectations in line with new national standards.

 

Children achieve their target levels in assessments.

Headteacher Report to Governors

 

Lesson Observations and Planning

 

WLT

 

Learning and Curriculum Sub-Committee Review

2.4

To further develop and promote a school-wide culture in which children take full ownership of their work and can reflect effectively upon all aspects of their learning, levels of success and well-being.

 

 

Headteacher

 

 

PSHE Reflection Time

 

 

Daily in lesson reflection on learning

 

Celebration assembly award for neat presentation

 

Positive re-enforcement of these skills through reward by CT’s

September onwards

 

Children can take ownership of their work and confidently reflect upon their learning and emotional well-being.

 

 

Headteacher Report to Governors

 

WLT

 

Pupil Conferencing

 

Learning and Curriculum Sub-Committee Review

 

Key Issue 3: Personal Development, Behaviour and Welfare

 

Targets:

 

3.1 To ensure that there are consistent approaches to behaviour management across classes and between the main school and pre-school setting.

3.2 To continue developing our awareness of individual children’s needs (including those specifically related to their behaviour).

3.3 To further develop children’s ability to make informed choices about healthy eating, fitness and their emotional and mental well-being.

3.4 To raise the profile of well-being with all stakeholders.

_________________________________________________________________________________________________________________

In order to be judged outstanding, the following criteria will need to be maintained:

 

  1. Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school.
  2. Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.
  3. High quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training.
  4. Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life.
  5. Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average.
  6. Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare.
  7. For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained.
  8. Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying.
  9. Staff and pupils deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or aggressive language.
  10. The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.
  11. Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.
  12. Pupils have an excellent understanding of how to stay safe online, the dangers of inappropriate use of mobile technology and social networking sites.
  13. Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

 

 

 

ACTION

Lead

Person/s

Resources

Timescale

Success Criteria

Monitoring

3.1

To ensure that there are consistent approaches to behaviour management across classes and between the main school and pre-school setting.

 

 

 

WLT

 

All Staff

Visual Behaviour Management System in Class

 

Behaviour Policy

 

Rewards

 

 

September onwards

Outstanding pupil behaviour and conduct in all contexts, at all times, in and out of school.

Wider Leadership Team

 

Headteacher Report to Governors

 

MDS Meetings and Feedback

 

Pupil Conferencing

 

Lesson Observations

 

Governor Monitoring Visit

3.2

To continue developing our awareness of individual children’s needs (including those specifically related to their behaviour).

 

 

 

 

AENCO

 

WLT

 

All staff

 

Class Governors

Physical and Human Resources (as appropriate to individual needs)

September onwards

There are excellent improvements in behaviour over time for individuals with particular needs (including those related to behaviour).

Senior Leadership Team

 

Lesson Observations

 

Headteacher Report to Governors

 

 

 

 

 

3.3

To further develop children’s ability to make informed choices about healthy eating, fitness and their emotional and mental well-being.

 

P.E / Healthy School Co-ordinator

School dietician and P.E. funding

 

PSHE and science lesson time given over to learning about healthy eating and exercise

 

Ferre Laevers

(Embedded Termly)

 

Relax Kids

 

September onwards

 

 

 

 

 

 

 

 

 

 

 

Pupil Progress Meetings

Children confidently make informed choices about healthy eating, fitness and their emotional and mental well-being.

 

Healthy School Council Meetings

 

Wider Leadership Team

 

Headteacher Report to Governors

 

MDS Meetings and Feedback

 

Pupil Conferencing

 

Lesson Observations

 

Governor Monitoring Visit

3.4

To raise the profile of well-being with all stakeholders.

 

Headteacher

Resources to be accessed following outcomes of Whole School Audit

 

Yoga

 

Mindfulness

 

New Marking practices

 

‘Supervision’ meetings between CT and LSA

 

 

September onwards

Well-being is enhanced for all stakeholders.

Stakeholder Conferencing

 

Headteacher Report to Governors

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key Issue 4: Outcomes for Pupils

 

 

Standards:

 

Key Stage 1 Targets :

 

Year 1 Phonics

% meeting required standard

 

Year 2 SATs

% ‘Expected’ Reading % ‘Greater Depth ’ Reading

% ‘Expected’ Writing % ‘Greater Depth’ Writing

% ‘Expected’ Maths % ‘Greater Depth ’ Maths

 

Key Stage 2 Targets

 

Year 6 SATs

% ‘Expected’ Reading % ‘Greater Depth ’ Reading

% ‘Expected’ Writing % ‘Greater Depth’ Writing

% ‘Expected’ Maths % ‘Greater Depth ’ Maths

 

Progress:

  • At least 97% of children in Years 1-6 to have made expected+ progress in Reading, Writing and Mathematics during the 2018/19 academic year

 

Targets:

 

4.1 To continue improving the standards of attainment and progress for lower attaining pupils through effective deployment of LSA’s and support programmes.

4.2 To continue raising standards in Maths and English by ensuring that an emphasis is placed children using and applying basic skills accurately and consistently across a range of tasks and contexts.

4.3 To accelerate pupils’ progress so that an even greater proportion of pupils attain at a high standard in mathematics.

4.4 To further develop and promote the role and prominence The Arts (Art, Dance, Drama, and Music) within our school community.

4.5 To ensure there is a high-quality, consistent approach towards ‘Computing’ teaching and learning across all year groups.

 

 

In order to be judged outstanding, the following criteria will need to be maintained:

  1. Throughout each year group and across the curriculum, including in English and mathematics, current pupils make substantial and sustained progress, developing excellent knowledge and understanding, considering their different starting points.
  2. The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll matches or is improving towards that of other pupils with the same starting points.
  3. Pupils are typically able to articulate their knowledge and understanding clearly in an age-appropriate way. They can hold thoughtful conversations about them with each other and adults.
  4. Pupils read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age. Children in Year 1 achieve highly in the national phonics check.
  5. For pupils generally, and specifically for disadvantaged pupils and those who have special educational needs, progress is above average across nearly all subject areas.
  6. From each different starting point, the proportions of pupils making and exceeding expected progress in English and in mathematics are high compared with national figures. The progress of disadvantaged pupils matches or is improving towards that of other pupils nationally.
  7. The attainment of almost all groups of pupils is broadly in line with national averages or, if below these, it is improving rapidly.
  8. Pupils are exceptionally well prepared for the next stage of their education, training or employment and have attained relevant qualifications. Compared with the national average for all pupils, higher proportions of pupils and of disadvantaged pupils, progress on to a range of higher and further education establishments, apprenticeships, employment or training. These destinations strongly support their career plans.

 

 

 

 

 

ACTION

Lead

Person/s

Resources

Timescale

Success Criteria

Monitoring

4.1

 

To continue improving the standards of attainment and progress for lower attaining pupils through effective deployment of LSA’s and support programmes.

 

 

 

 

 

 

 

AENCO

 

LSA’s

 

Staff Training

 

Paired Teaching

 

PPA Time

 

Collaboration with Luddenham and Graveney Primary Schools (and LIFT)

 

 

 

 

 

September - June

Target percentages achieved (progress and achievement).

Senior Leadership Team

 

Termly Pupil Progress Meetings

 

Headteacher Report to Governors

 

Formal (SEN) Governor Monitoring Visit

 

Learning and Curriculum Sub-Committee Review

4.2

 

To continue raising standards in Maths and English by ensuring that an emphasis is placed upon children using and applying basic skills accurately and consistently across a range of tasks and contexts.

 

 

 

 

 

Subject Leaders

 

Class Teachers

Staff Training

 

Collaboration with Luddenham and Graveney Primary Schools

 

 

Targeted use of ICT resources

September - June

Target percentages achieved (progress and achievement).

 

Greater emphasis on using and applying skills in everyday classroom practice.

Transferring skills from one subject to another.

Formal (Maths) Governor Monitoring Visit

 

SLT

 

Wider Leadership Team

 

Lesson Observations

 

Work Sampling

 

Termly Pupil Progress Meetings

 

4.3

To accelerate pupils’ progress so that an even greater proportion of pupils attain at a high standard in mathematics.

 

RF & WLT

INSET training (29th Oct 2018 – Sarah Morgan)

 

Maths Resources (TBA)

September onwards

Pupils to make accelerated progress and achieve Higher levels of attainment.

End of year data percentages will be above national bench marks.

Formal (Maths) Governor Monitoring Visit

 

SLT / WLT Meetings

 

Wider Leadership Team

 

Lesson Observations

 

Work Sampling

 

Termly Pupil Progress Meetings

 

4.4

To further develop and promote the role and prominence The Arts (Art, Dance, Drama, and Music) within our school community.

 

 

 

 

Music Co-ordinator

 

P.E Co-ordinator (Dance)

 

English Co-ordinator (Drama)

 

Art Co-ordinator

 

 

Classical Music Assemblies

 

Young Voices

 

High-quality planning and delivery of Art, DT, Dance, Music and Drama lessons).

 

Obs by Co-ords

 

 

 

 

 

 

September onwards

 

Children further develop their enjoyment and participation of music across a range of genres.

 

 

Senior Leadership Team

 

 

Headteacher Report to Governors

 

Formal Governor Monitoring Visit

 

Learning and Curriculum Sub-Committee Review

4.5

To ensure there is a high-quality, consistent approach towards ‘Computing’ teaching and learning across all year groups.

 

 

PB & CTs

 

Coding-related hardware

September onwards

Computing at Sheldwich is innovative, engaging and reflects the most up-to-date practices.

Senior Leadership Team

 

 

Headteacher Report to Governors

 

 

Learning and Curriculum Sub-Committee Review

 

 

Key Issue 5: Effectiveness of Early Years Provision

 

Targets:

 

5.1 To ensure Sheldwich Pre-School continues to meet all statutory safeguarding requirements.

5.2 To further develop the efficiency of assessment data analysis in the Early Years and how this is fed back to the WLT.

5.3 To develop a highly effective and cohesive team within the Early Years to improve outcomes for all children.

 

 

 

 

 

In order to be judged outstanding, the following criteria will need to be achieved:

 

  • The pursuit of excellence by leaders and managers is shown by an uncompromising, highly successful drive to improve outcomes or maintain the highest levels of outcomes, for all children over a sustained period.
  • Incisive evaluation of the impact of staff’s practice leads to rigorous performance management and supervision. Highly focused professional development improves the quality of teaching.
  • Safeguarding is effective.
  • There are no breaches of statutory welfare requirements.
  • Children’s health, safety and well-being are greatly enhanced by the vigilant and consistent implementation of robust policies and procedures.
  • Leaders use highly successful strategies to engage parents and carers, including those from different groups, in their children’s learning in school and at home.
  • A highly stimulating environment and exceptional organisation of the curriculum provides rich, varied and imaginative experiences.
  • Teaching is consistently of a very high quality, inspirational and worthy of dissemination to others; it is highly responsive to children’s needs.
  • Assessment is accurate and based on high quality observations. It includes all those involved in the child’s learning and development. Provision across all areas of learning is planned meticulously. It is based on rigorous and sharply focused assessments of children’s achievement so that every child undertakes highly challenging activities.
  • Children are highly motivated and very eager to join in. They consistently demonstrate curiosity, imagination and concentration. They are highly responsive to adults and each other. They do not distract others or become distracted easily themselves.
  • Children are developing a very good understanding of how to keep themselves safe and manage risks. They demonstrate exceptionally positive behaviour and high levels of self-control, cooperation and respect for others.
  • Children make consistently high rates of progress in relation to their starting points and are extremely well prepared academically, socially and emotionally for the next stage of their education. As a result, almost all children, including disabled children, those who have special educational needs, disadvantaged children and the most able, are making substantial and sustained progress.
  • Gaps between the attainment of groups of children and all children nationally, including disadvantaged children, have closed or are closing rapidly. Any gaps between areas of learning are closing.

 

 

 

ACTION

Lead

Person/s

Resources

Timescale

Success Criteria

Monitoring

5.1

 

To ensure Sheldwich Pre-School continues to meet all statutory safeguarding requirements.

 

 

 

 

 

Headteacher

 

DH & AA

 

PPA

Management Release Time

 

September onwards

 

Formal GB Visit

All staff demonstrate a vigilant and consistent implementation of robust policies and procedures.

 

All statutory requirements met to an outstanding level of good practice.

Senior Leadership Team

 

EYFS Governor

 

Formal Governing Body Safeguarding Visit

 

Headteacher Report to Governors

 

KCC Early Years Team

 

School Improvement Advisor

 

5.2

 

To further develop the efficiency of assessment data analysis in the Early Years and how this is fed back to the WLT.

 

 

 

 

Pre School Teacher

 

WLT

SIMS

 

PPA and management release time

September Onwards

WLT will have a secure knowledge and analytical understanding EYFS assessment data.

Wider Leadership Team

 

Headteacher Report to Governors

 

Learning and Curriculum Sub-Committee Review

5.3

 

To develop a highly effective and cohesive team within the Early Years to improve outcomes for all children.

 

 

 

 

 

 

 

Pre-School Teacher (AA)

 

Early Years Team

 

PPA

Management Release Time

‘Supervision’ meetings

 

September onwards

 

Performance Management

Incisive evaluation of the impact of staff’s practice leads to rigorous performance management and supervision. Highly focused professional development improves the quality of teaching.

Children make consistently high rates of progress in relation to their starting points and are extremely well prepared academically, socially and emotionally for the next stage of their education. As a result, almost all children, including disabled children, those who have special educational needs, disadvantaged children and the most able, are making substantial and sustained progress.

 

 

 

 

 

 

Senior Leadership Team

 

EYFS Governor

 

Formal Governing Body Safeguarding Visit

 

Headteacher Report to Governors

 

KCC Early Years Team

 

School Improvement Advisor

 

 

 

 

Action Plans to support the School Plan:

 

  • Innovation
  • The Arts
  • Keeping Active
  • Languages & Humanities
  • SEND
  • School Council
  • Premises
CEOP
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